PARADOKS KELANCARAN DIGITAL DALAM PROGRAM PPG DALAM JABATAN: ANALISIS HAMBATAN TECHNOLOGY ASSISTED LEARNING BERDASARKAN KERANGKA ERTMER

Abstract

Digital transformation within the In-Service Teacher Professional Education (PPG) program offers administrative efficiency, yet it potentially triggers technological shocks for educators in rural regions. This study aims to analyze the digital first-order and second-order barriers using Ertmer’s (1999) framework, as well as to map the TAL ecosystem through Joyce and Weil's (2009) Models of Teaching. Employing a descriptive qualitative approach with an exploratory design, this research involved 42 Islamic Religious Education (PAI) through voluntary response sampling. Data were collected through an online questionnaire consisting of closed-ended and open-ended questions, and were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). The findings showed positive initial responses (85%–95%). However, qualitative analysis uncovers the phenomenon of the “Digital Smoothness Paradox” where significant constraints remain dominated by  external factors, including the complexity of UKIN video production (33.3%), unstable electricity and internet signals (21.4%), and hardware limitations (19.0%), which trigger internal barriers in the form of dua- role conflicts (16.7%) and technical anxiety before examinations (14.3%). The finding confirms that administrative success does not reflect the absence of barriers, but rather is determined by individual resilience and social coping strategies of teachers that mask structural pressures and infrastructure limitations in the field. As a policy implication, this study suggests a more adaptive assessment by considering teachers' dual workloads, psychological conditions, and digital infrastructure gaps, as well as providing affirmation for teachers in regions with limited network and technology access.

Digitalisasi program Pendidikan Guru Dalam Jabatan (PPG Daljab) Kementerian Agama mentransformasikan proses pembelajaran ke dalam ekosistem Technology Assisted Learning (TAL). Meski lebih efisien, kompleksitasnya berpotensi memicu goncangan teknologi. Penelitian ini bertujuan menganalisis hambatan digital first order dan second order barriers Ertmer (1999), serta memetakan ekosistem (TAL) melalui Models of Teaching Joyce dan Weil (2009). Penelitian ini menggunakan pendekatan kualitatif deskriptif desain eksploratif terhadap 42 guru PAI melalui voluntary response sampling. Data dihimpun melalui kuesioner daring yang terdiri dari pertanyaan tertutup dan terbuka, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldana (2014). Hasil menunjukkan respons positif pada skala tertutup (72%–95%), namun analisis kualitatif mengungkap fenomena "Paradoks Kelancaran Digital" di mana terdapat kendala signifikan yang didominasi faktor eksternal (first-order), meliputi rumitnya produksi video UKIN (33,3%), kendala listrik dan jaringan (21,4%), dan keterbatasan perangkat (19,0%), yang memicu hambatan internal (second-order) berupa konflik peran ganda (16,7%) dan kecemasan teknis (14,3%). Temuan ini menegaskan keberhasilan administratif tidak merefleksikan minimnya hambatan, melainkan ditentukan oleh resiliensi individu dan strategi koping sosial guru yang menyamarkan tekanan struktural dan keterbatasan infrastruktur di lapangan. Sebagai implikasi kebijakan, penelitian ini menyarankan penilaian yg lebih adaptif dengan menghitung beban kerja ganda guru, kondisi psikologis, dan kesenjangan infrastruktur digital, serta memberikan afirmasi bagi guru di wilayah dengan keterbatasan akses jaringan dan teknologi.